Diocesan Schools of Urdaneta

ST. PHILOMENA’S ACADEMY

Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
THIRD QUARTER
S.Y. 2022-2023

Subject: MATHEMATICS Grade Level: 8

Topic: Patterns and Inductive Reasoning (Weeks 1-2) Quarter: 3 (February-April)

Unit Content:
Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry
and triangle congruence
Performance:
1. The learner is able to formulate an organized plan to handle a real-life situation.
2. The learner is a able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations

LEARNING PLAN

EXPLORE

In your previous lesson, you learned how to write direct and indirect
proof. Let us begin this lesson by doing the activity below.

Activity 1: Prove me True

Directions: Prove that if a=b, and c = d, then a + c = b + b. Complete the
table below by filling in the statements or reasons. Answer the questions
that follow.

Proof:

Process Questions:
1. How did you find the activity? Were you able to supply the accurate
statement or reason?
2. Was the proof used direct or indirect? Justify your answer.

LC1. Describes a mathematical
system
FIRM-UP (ACQUISITION)
Activity 2: Match Me!
What branch of Mathematics deals with measurements, properties,
and relationship of points, lines, angles, surfaces and solids?

Learning Target: A. Direction: Match column A to Column B to answer the question

I can describes a mathematical above. Write the letter of the correct answer in the box corresponding to
system the number.
 Process Questions:
1. How did you feel about the activity?
2. Were you able to form the word correctly to answer the question
above? If not, why?
3. Were you able to encounter these axioms in Grade 7?

B. Directions: Tell whether each of the following statements is true or

false. Write TRUE if the statement is correct and FALSE if it is not.
______1. By commutative axiom, 4 + 𝑛 = 𝑛 + 4.
______2. (3 + 𝑎) + 2 = 3 + (𝑎 + 2) is a distributive axiom.
______3. The additive inverse 𝑎 is − 𝑎.
______4. The multiplicative inverse of −5 is 15.
______5. If 𝑥 < 𝑦, and 𝑦 < 𝑧, then 𝑥 < 𝑧 by symmetric axiom.

LC2. Illustrates the need for an Activity 3:

axiomatic structure of a Directions: Fill in the blank using the correct terms inside the box below.
mathematical system in general,
and in Geometry in particular;
(a) defined terms; (b) undefined
terms; (c) postulates; and (d)
theorems

Mathematical System

Learning Target:
I can illustrate the need for an 1.____ are terms that do not have concrete definition but can be
axiomatic structure of a described. On the other hand, 2. Require definition. There are statements
mathematical system in general, assumed to be true even without proof which we called as axioms or
and in Geometry in particular; postulates. However, the two has distinction in such a way that 3._____
(a) defined terms; (b) undefined are often used in Geometry while the 4. _____ are used in all areas of
terms; (c) postulates; and (d) Mathematics. When the statement shows evidences or proven to be true,
theorems we call it as 5._____.
 Activity 4:
Direction: Determine the axiom that justifies each of the following
statements.

END OF FIRM-UP:

MAKE MEANING (DEEPEN)

LC 3. Prove statements about Activity 5:
real numbers using two-column Direction: Prove each statement by supplying reasons in the two-column
form form below.

Learning Target:
I can prove statements about real
numbers using two-column form

Activity 6:
Directions: Solve the given problem below. Write your answer on a sheet
of paper.

1 1
Mario is solving = . Her next step is 2 – 3x = x. Solve for x and
x 2−3 x
state the axioms that justifies it. Use two-column form.

END OF DEEPEN:

Now that you have a deeper understanding of the topic,

you are ready to do the tasks in the next section.

LEARNING COMPETENCY TRANSFER

LC4. Apply mathematical
system in real-life setting. Activity 7:
It is now time to apply the concept you have learned in Describing the
Learning Target: Mathematical system. Read the situation below and answer the questions
I can apply mathematical system that follow.
in real-life setting.
A sari – sari store owner bought five different brands of detergent powder
namely 𝐴, 𝐵, 𝐶,, and 𝐸. He bought 20 pieces for each brand. Even at a
glance, he can easily state which brand of detergent powder is the best
seller. Now, each powder claims that it would not irritate the skin after
using it. In this case, the store owner wants to test each brand to prove if
the claim is true.

Questions:
1. What represents or describes the undefined terms in the situation?
2. What statement represents an axiom? Why?
3. What statement represents a theorem? Justify your answer.
4. Suppose a variant will cost 2𝑥 – 5 = −𝑥 + 10 pesos, prove that each will
cost 𝑃ℎ𝑝5.00. Use two – column form.
5. Suppose 𝐴, 𝐵, 𝐶,𝐷, and 𝐸 represent the number of packs of detergent
sold for each brand, how much will the sari – sari store owner earn in
total if the cost is 5(𝐴 + 𝐵 + 𝐶 + 𝐷 + 𝐸) pesos? Use two – column form.

END OF TRANSFER:

Prepared by:

MARK BERT B. CINCO

Subject Teacher

Checked by:

RICA JANE C. MONTEFALCO

JHS Academic Coordinator

Counterchecked by:

ARMANDO C. ESPIRITU
Asst. Principal

Certified Correct/Approved by:

MAYFLOR O CAYETANO, EdD

Principal
 Diocesan Schools of Urdaneta
ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
THIRD QUARTER
S.Y. 2022-2023

Subject: MATHEMATICS Grade Level: 8

Topic: Correspondences and Congruent Triangles (Weeks 3-5) Quarter: 3 (February-April)

Unit Content:
Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry
and triangle congruence
Performance:
1. The learner is able to formulate an organized plan to handle a real-life situation.
2. The learner is a able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations

LEARNING PLAN
 EXPLORE

Activity 1:

Extension:
If triangle ABC slides over to the right to fit in triangle JKL, they will fit
exactly. However, they will fit exactly only if a proper pairing of the vertices is
made. In this case, the proper pairing will have to be:

A to J or A J is read as “A corresponds to J

END OF EXPLORE:

You just have shared your initial ideas about the given activity
presented in the table below. Let us strengthen that insight by
doing the next succeeding activities.

FIRM-UP (ACQUISITION)
LC1. Illustrates triangle
congruence Activity 2:

Learning Target:
I can illustrate triangle
congruence

Activity 3:
 LC2. Draw and label Activity 4:
the corresponding parts Direction: Do what is asked.
of two congruent
triangles

Learning Target:
I can draw and label the
corresponding parts of
two congruent triangles
LC3. Illustrates the Activity 5:
SAS, ASA, and SSS A. From the given figures, spot the congruent corresponding parts of the triangles.
congruence postulates Identify the Congruence postulate which will justify the congruency of the
triangles and explain why.

Learning Target:
I can illustrate the SAS,
ASA, and SSS
congruence postulates

B.
Activity 6:
I. Complete the congruence statement using the indicated congruence postulates.

Part 1: SAS (Side-Angle-Side) Congruence Postulate

Questions:
1. What are the three corresponding congruent parts in item 1? In item 2?
_________________________________________________________________

2. When can you say that two triangles are congruent by SAS congruence
postulates?
_________________________________________________________________

Part 2: ASA (Angle-Side-Angle) Congruence Postulates

Questions:
1. What are the three corresponding congruent parts in item 1? In item 2?
_________________________________________________________________

2. When can you say that two triangles are congruent by ASA congruence
postulates?
_________________________________________________________________
Part 3: SSS (Side-Side-Side) Congruence Postulate

Questions:
1. What are the three corresponding congruent parts in item 1? In item 2?
_________________________________________________________________

2. When can you say that two triangles are congruent by SSS congruence
postulates?
_________________________________________________________________

II. Complete the congruence statement in each pair of congruent triangles. Tell
what congruent postulates is illustrated.
 MAKE MEANING (DEEPEN)
LC 4. Reflect triangle Activity : Measuring a River
congruence to real life How Napoleon’s Engineer Found a River’s Width without Instruments?
situations
Did you experience being asked
to find the length or the width of an
Learning Target: object without directly measuring it?
I can reflect triangle For instance, your finding the width
congruence to real life of the river without actually crossing
situations it. Do you think it is possible?

Find it out by reading the story below

and do the task that follows.

Legend has it that the great

emperor, Napoleon, while standing on
the bank of a wide river, ordered one of hid officials to determine its width so he
could attack the enemy with artillery on the other side.

The official answered that he needed to get his instruments to carry out the
order. But the emperor insisted that he required an immediate answer.

The official quickly devised a plan. Standing straight on the riverbank, he

lowered the visor of his cap until the farthest thing he could see was the edge of
the opposite bank. While maintaining the angle for which he bent his head, he
slowly turned and noted the spot that was in the line with his eye and the tip of his
visor. And there he had it! He was able to give the emperor the width of the river.

Task: It’s Your Turn!

If you were the official faced with the challenge of determining the width of
the river without actually measuring it, would you do the same? Why or why not?
Support your answer by stating your plan in solving the challenge.

__________________________________________________________________

END OF DEEPEN:

What new realizations do you have about the topic? What new
connections have made for yourself? What helped you make
these connections?

LEARNING
TRANSFER
COMPETENCY
LC6. Solves
corresponding parts of Activity 8:
congruent triangles One of the structural applications of triangles can be seen in bridges. In the
illustrations below, there are pairs of congruent triangles. Do what is asked below.
Learning Target:
I can solve
corresponding parts of
congruent triangles

Directions:

1. Solve a pair of congruent triangles.

_________________________________________________________________
2. Label these triangles as triangle SAF and triangle EAF.
_________________________________________________________________
3. Put similar markings to show clearly the congruent sides and congruent angles.
_________________________________________________________________
4. List down the corresponding congruent parts of the congruent triangles.
_________________________________________________________________

Activity 9:

Where in the real world?

Identify and draw pictures of object or any part of your house or structure
outside where you can see triangles which are congruent by SAS, ASA, and SSS
congruence postulates. For each drawing, identify and name congruent triangles
using any letter. Explain the significance of these congruent triangles in the real
life setting.

Consider the rubric below for your output.

 Prepared by:

MARK BERT B. CINCO

Subject Teacher

Checked by:

RICA JANE C. MONTEFALCO

JHS Academic Coordinator

Counterchecked by:

ARMANDO C. ESPIRITU
Asst. Principal

Certified Correct/Approved by:

MAYFLOR O CAYETANO, EdD

Principal

Diocesan Schools of Urdaneta

ST. PHILOMENA’S ACADEMY
Pozorrubio, Pangasinan

Junior High School Department

LEARNING PLAN
THIRD QUARTER
S.Y. 2022-2023

Subject: MATHEMATICS Grade Level: 8

Topic: Proving Triangles Congruent, More on Triangles (Weeks 6-9) Quarter: 3 (February-April)

Unit Content:
Standard The learner demonstrates understanding of key concepts of axiomatic structure of geometry
and triangle congruence
Performance:
Performance:
1. The learner is able to formulate an organized plan to handle a real-life situation.
2. The learner is a able to communicate mathematical thinking with coherence and clarity in
formulating, investigating, analyzing, and solving real-life problems involving congruent
triangles using appropriate and accurate representations
LEARNING PLAN
 EXPLORE

Activity 1:
Direction: Watch a video clip on an acrobat show featuring tightrope
walking. After viewing, look for a partner and answer the following
questions.

1. What ability/quality does the tightrope walker have which enables

him to walk on the rope?
_________________________________________________________
2. How do you feel while watching it?
_________________________________________________________
3. What cause him not to fall at the beginning?
_________________________________________________________
4. Where does the balance lie?
_________________________________________________________
5. How does this work?
_________________________________________________________
6. What figure constitutes the stability of the tightrope walker?
_________________________________________________________
7. In your opinion, how are problems about stability solved?
_________________________________________________________

Activity 2:
After hearing your thoughts on the situation given in the previous
activity, it would be better to have a record on the flow of your ideas.
Fill up the first column of the generalization table, the initial thoughts
about congruent triangles which you will revisit as you progress in the
lesson.

END OF EXPLORE:
 FIRM-UP (ACQUISITION)
LC1. identify conditions for
triangle congruence Activity 3:
I. Using the given congruent, parts, state the postulate or theorem that
proves △JAS ≅ △MIN
Learning Target:
I can identify conditions for
triangle congruence

II. Give additional congruent parts needed to prove that △CAR ≅ TOY
by the indicated postulate.

III. In each figure, congruent parts are marked. Give additional parts to
prove that the triangles are congruent and name the postulate or theorem
that justifies the congruence.

Questions:

1. How did you identify the postulate or theorem in part 1?

__________________________________________________________
2. How did you identify the additional part to prove that the two
triangles are congruent in Part II?
__________________________________________________________
3. Were you able to give an additional congruent part in Part III to prove
 that the two triangles are congruent? If yes, how?
__________________________________________________________

END OF FIRM-UP
Now that you know the important ideas about this topic,
let’s go deeper by moving on to the next section..

MAKE MEANING (DEEPEN)

LC. 2 proves two triangles are
congruent Activity 4:

Learning Target:
I can prove two triangles are
congruent

https://depedtambayan.net/wp-
content/uploads/2022/01/MATH8-
Q3-MODULE6.pdf

2018_MATHG8Q3 (4).pdf

LC. 3 proves statements on

triangle congruence

Learning Target: Questions:

I can prove statements on triangle
congruence 1. What are the identified corresponding parts?
__________________________________________________________

2. What congruence postulate and congruence theorem can be used to

prove that △BAR ≅ △FUR?
__________________________________________________________

Activity 5:

Questions:

1. How do you find the activity? Did you find it difficult to prove the
congruence of two triangles?
__________________________________________________________
 2. Why do you think the trusses in our houses form congruent triangles?
__________________________________________________________

3. List down at least five things in your house, building or other

structures found in your community where congruent triangles are used.
__________________________________________________________

4. Explain the importance of congruent triangles in these structures.

__________________________________________________________

Activity 6:

LEARNING COMPETENCY TRANSFER

LC 4. Recognize real-life
applications of congruent Activity7:
triangles.

Learning Target:
I can recognize real-life
applications of congruent
triangles.

LC 5. Applies triangle congruence

to construct perpendicular lines
and angle bisector.

Learning Target:
I can applies triangle congruence
to construct perpendicular lines
and angle bisector.
Activity 8:
Provide a visual representation of the summary of the concepts of
congruent triangles. Complete the map by filling in the blank shapes.

PERFORMANCE TASK
Group Activity

One of the moves of the City Council for economic development is to

connect a nearby island to the mainland with a hanging bridge for easy
accessibility of the people. Those from the island can deliver their
produce, and those form the mainland can enjoy the beautiful scenery
and beaches of the island.

As one of the staff of the engineers of the DPWH who is commissioned

by the Special Project Committee, you are tasked to present a
design/blueprint of a hanging bridge to the City Council together with
the City Engineers. Your presentation well be evaluated according to its
accuracy, creativity, and originality, stability and mathematical
communications.

After submitting your work, revisit the generalization table and

complete the entry by filling in the last 2 columns; qualifying condition
and generalizations.

You have already realized the importance of the what, how and why of
the topic, now you will proceed to the knowing of oneself and how you
may affect the lives of other people.

VALUE INTEGRATION:
1. Is your project worth the effort? Justify your answer.
__________________________________________________________
2. How do you find such kind of work?
__________________________________________________________
3. Do you think that the knowledge you gain about congruent triangles
is applicable in this job?
__________________________________________________________
4. Is the application of such knowledge of congruent triangles an option
or an obligation? Why?
__________________________________________________________
5. Whose responsibility is the structure stability?
__________________________________________________________
6. What is your accountability of that bridge?
__________________________________________________________
7. What is your reaction if the bridge you design will collapse?
__________________________________________________________
8. How do you feel if people will like your design and the structure will
be proven to be very stable?
__________________________________________________________
9. What do you do if there is a certain structure which is found to be
unstable?
__________________________________________________________

Prepared by:

MARK BERT B. CINCO

Subject Teacher

Checked by:

RICA JANE C. MONTEFALCO

JHS Academic Coordinator

Counterchecked by:

ARMANDO C. ESPIRITU
Asst. Principal

Certified Correct/Approved by:

MAYFLOR O CAYETANO, EdD

Principal